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Changing Patterns of Lifelong Learning

Changing Patterns of Lifelong Learning

9783131725318
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Description
Changing Patterns of Lifelong Learning is the culmination of an 18-month research project based on interviews with 147 surgeons throughout the world. The findings show the evolving picture of career pathways that have changed over time and which vary from country to country. The book proposes a new model for understanding how a surgeon progresses from stage to stage in his or her career and describes how different career stages are associated with differing needs and educational preferences. It also illustrates how the way surgeons learn has changed and gives insights into what the future of successful medical education might look like. Understanding how surgical careers develop is critical if educational offerings are to be precisely targeted at physician needs. This publication is essential reading for all those interested in the field of medical education, especially those with global aspirations.
Product Details
Georg Thieme
53281
9783131725318
9783131725318

Data sheet

Publication date
2012
Issue number
1
Cover
paperback
Pages count
128
Dimensions (mm)
209.55 x 298.45
Weight (g)
29
  • 1. Lifelong learning 1.1 Why investigate surgeon lifelong learning? 1.2 Lifelong learning models 1.3 The AO Foundations surgeon education study 1.4 References       Trauma surgeons life long learning path 2. Methods and materials 2.1 Pilot study stage 1 - December 2009 2.2 Pilot study stage 2 - December 2009 2.3 Conclusions of the pilot study 2.4 Construction of the interview guide 2.5 Selection of interviewees 2.6 Demographics of main study participants 3. Residency 3.1 Todays residents: learning needs and preferences 3.2 Todays residents: educational needs and implications for teaching organizations 3.3 How has residency changed over time? 3.4 Resident training: implications for a teaching organization 4. Beginning of practice 4.1 Career patterns 4.2 Beginning of practice: learning needs and preferences 4.3 Starting independent practice today: a surgeons educational needs and       implications for a teaching organization 4.4 The beginning of practice as remembered by surgeons who began independent        practice 5 to 10 years ago: needs and implications for a teaching organization 4.5 Beginning of practice as remembered by surgeons who began their independent      practice more than ten years ago 4.6 How has the beginning of practice changed over time? 5. Becoming an expert 5.1 Developing a subspeciality 5.2 Becoming an expert: learning needs and preferences 5.3 Becoming an expert as remembered by surgeons who are now established experts       in trauma 5.4 Becoming an expert: a surgeons educational needs and implicatios for a teaching       organization 6 . Expert surgeons 6 . 1 Expert surgeons: learning needs and preferences 6.2 The expert surgeon: implications for a teaching organization 7 . Learning preferences of trauma surgeons at different stages of their careers 7 . 1 People 7 . 2 Books 7 . 3 Journals 7.4 Internet 7 . 5 Courses 7 . 6 Hospital meetings 7 . 7 Mentoring 8. Change of practice 8 . 1 Change in practice: residents 8 . 2 Change in practice: surgeons at the beginning of independent practice 8 . 3 Change in practice: surgeons who are becoming experts 8 . 4 Change of practice: experts 8 . 5 Summary 9. Conclusions 9 . 1 Residency 9 . 2 Beginning of practice 9 . 3 Developing specialization 9 . 4 Expertise 9 . 5 Retirement 9 . 6 Three reasons why surgeons seek education 9 . 7 Do reasons to seek education evolve over time? 9 . 8 Summary of learning needs and preferences 9 . 9 Suggestions for change 9 . 10 Main study messages 9 . 11 Postscript
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